Case-based learning

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Case-based learning (CBL) also known as “case study teaching” or “case method learning”, it is one of the teaching methods, a form of inquiry-based learning, which may be defined in a variety of ways depending on the context. Actually, as noted by Thistlethwaite et al. 2012, there is no international consensus over this definition. Nevertheless, overall, CBL involves students in a group interacting with each other in discussion on real-life examples to build knowledge and go through the case by analyzing given information (while the teacher plays only a role of facilitator and makes sure that the students keep on track). CBL is often contrasted to problem-based learning, and is positioned somewhere between structured and guided learning. The main principles of CBL are: making a connection between theory and practice, as well as developing clinical reasoning in health professions curricula.

Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, Purkis J, Clay D. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421-44. (Link)

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